BEGIN:VCALENDAR VERSION:2.0 PRODID:icalendar-ruby CALSCALE:GREGORIAN METHOD:PUBLISH BEGIN:VEVENT DTSTAMP:20260417T023618Z UID:7d066ac6-bf52-47de-b3e2-5645ca1df5cb DTSTART;VALUE=DATE:20190514T000000 DTEND;VALUE=DATE:20190516T000000 DESCRIPTION:The Next Chapter is AHEAD’s advanced professional developmen t event for highly experienced higher education personnel who work to ensu re accessible campus environments. Each three-day master class is designed to expand the knowledge of seasoned professionals\, supporting them in ma king nuanced decisions\, staying current in this fast-paced profession\, e ngaging campus stakeholders\, and exploring foundational concepts that und erpin the work. To encourage an expansive exploration of concepts\, apply academic thought and legal principles to daily work\, and expand strategie s for collaborating with campus colleagues\, all master classes include si gnificant opportunity for networking and engagement.\n\nAll participants r eceive a certificate of advanced study. Continuing education units (CEUs) from the Commission on Rehabilitation Counselor Certification (CRCC) are a vailable.\n\n2019 Master Classes\n\nThe 2019 program held in Columbus incl udes the following master classes:\n\n\n \n MC#1- Advanced Practices for Disability Services in Health Sciences Programs\n \n \n MC#2- Disability Law: Lessons in Application for the Advanced Disability Professional\n \n \n MC#3- Knowledge Mobilization: Closing the Gap Between Disability Studi es and Services\n \n \n MC#4- Exploring and Advancing Best Practices in C ommunity College Disability Resource Offices\n \n \n MC#5- The ADA Coordi nator Role in Higher Education: Planning Seamless Access\n \n\n\nMC#1- Adv anced Practices for Disability Services in Health Sciences Programs\n\nLis a Meeks\, Ph.D.\, University of Michigan Medical School \nJan Serrantino \, Ed.D.\, Meeks and Company Consulting\nBarbara Blacklock\, M.A.\, L.I.S. W.\, University of Minnesota \n\nThe high stakes environment of health sc iences programs\, coupled with multi-layered\, nuanced and complex educati onal experiences (e.g.\, didactics\, anatomy labs\, clinical rotations\, s tandardized patient exams\, board exams\, etc.)\, poses unique challenges for disability resource\, student affairs and diversity professionals\, es pecially those unfamiliar with the culture and hierarchy of clinical educa tion. This master class will empower participants by refining their expert ise on disability in health science programs. \n\nThe case-based training is highly interactive and dynamic\, utilizing elements of problem-based l earning (PBL) and role play\, drawing on actual cases\, Office of Civil Ri ghts (OCR) complaints and resolutions\, private litigation\, and Departmen t of Justice (DOJ) guidance. Current cases and concerns from attendees are addressed in a workshop format at the end of each day.\n\nThe course goes beyond the scope of disability practice and covers the following topics:\ n\n\n \n Dynamics of relationship building in clinical education\n \n \n D isability as a function of diversity\, equity\, and inclusion\n \n \n Inte rsectionality of disability and other identities\n \n \n Well-being and di sability\n \n \n Support and preparation for board exams\n \n \n Support a nd transition from program to residency\, fellowship\, and professional pr actice\n \n \n Sound an meaningful technical standards\, including a gener al review and self-study\, group exercises\, and an editing session with t he facilitators\n \n \n The use of intermediaries\n \n \n An introduction to advanced assistive technologies\n \n \n Working with stakeholders acros s campus to ensure meaningful\, not just legal\, access\n \n \n Responding to complaints and appeals\n \n \n Language\n \n \n Forward-facing message s (websites\, policies\, orientation materials)\n \n\n\nThe training is fa st paced and assumes competence in the basics of the ADA and disability resources\, as well as a general understanding of health science program s tructure. Therefore\, participants must have a solid background in higher education as demonstrated by one of the following prerequisite criteria:\n \n\n \n Previous attendance at part one of this training with AHEAD\;\n \n \n Experience providing or supervising student support services in a heal th science program for at least one year\;\n \n \n At least 3 years of exp erience in non-health science student support services\;\n \n \n Approval from lead instructor to register\;\n \n \n Completion of a self-study prio r to the training (provided by the lead instructor).\n \n\n\nA copy of Th e Guide to Assisting Students with Disabilities: Equal Access in Health Sc ience and Professional Education and  a bound copy of the AAMC Special Report Accessibility\, Action\, and Inclusion in Medical Education will be included with registration for this course.\n\nMC#2: Disability Law: Le ssons in Nuance and Application for the Advanced Disability Professional\n \nJamie Axelrod\, M.S.\, Northern Arizona University\nPaul D. Grossman\, J .D.\, OCR\, Chief Regional Civil Rights Attorney\, San Francisco\, retired \; University of California\, Hastings College of Law\nMary Lee Vance\, Ph .D.\, California State University Sacramento\n\nThe higher education envir onment and the legal concepts intended to ensure its accessibility are mul ti-faceted and ever-changing. It can sometimes feel as though the more we know\, the more challenging it can be to find the salient issues in novel situations and apply the relevant legal concepts. Nonetheless\, the law is an effective tool for both securing students’ civil rights and setting limits. \n\nThis advanced training will highlight long-standing and widel y-accepted judicial precedents and principles\, as well as the latest deci sions on emerging issues\, and provide an interactive exploration of their practical implications. We will succinctly cover the law\, including cutt ing-edge principles\, and facilitate best practice discussions through mul tiple case scenarios. Within a team of experienced colleagues\, you will h ave the opportunity to become facile with the law by applying it to realis tic and complex hypothetical questions\, sharing your ideas and solutions and exploring approaches to effective implementation. Together with your c olleagues and the presenters\, you will explore these difficult issues and assess practical policies\, processes\, and procedures that provide effec tive access in accordance with legal obligations. Many of our hypothetical s will be based on OCR/DOJ findings\, letters\, and court decisions that r eflect common and recurring situations\; participant scenarios are also we lcome.\n\nThis certificate-bearing master class will include 16-hours of f ace-to-face discussion and instruction. Participants will be sent four sem inal rulings related to disability law in postsecondary education to revie w prior to our time together. The training is fast-paced and assumes com petence in the basics of the ADA and disability resources. Therefore\, par ticipants must have a solid background in applying disability access princ iples in higher education\; on-site work will focus on application in th e following areas:\n\n\n \n DOJ Title II and Title III regulations concern ing who is an individual with a disability\, including the emphasis on “ condition\, manner\, and duration” analysis\n \n \n An advanced walk thr ough the regulations\n \n \n Review of basic claims and defenses\n \n \n W ho is a qualified individual with a disability?\n \n \n Individualization and interaction in the development of accommodations\n \n \n Fundamental a lteration and undue burden process and procedures\n \n \n How the courts m ay be using “programs as a whole” language in the regulations as a lim itation on program access\n \n \n Service animals and ESAs\n \n \n Interns hips and field work\n \n \n Self-injurious students\n \n \n Discipline of students with disabilities\n \n \n Grievance and complaint procedures\n \n \n Veterans issues\n \n \n Digital equality\n \n \n Responding to sexual violence\n \n \n Students on the autism spectrum\n \n\n\nMC#3: Knowledge M obilization: Closing the Gap Between Disability Studies and Services\nSue Kroeger\, Ed.D.\, University of Arizona\nRosemarie Garland-Thomson\, Ph.D. \, Emory  University\n\n “A little knowledge that acts is worth infini tely more than much knowledge that is idle.” - Kahil Gibran             \n\nOver the last fifty years\, there has been a marked shift in o ur understanding of disability. This shift can be attributed initially to the disability rights movement as well as the field of disability studies. Both have engaged in enthusiastic analysis and have fundamentally redefin ed the problem of disability from one of deficits in the individual to one of barriers in the environment. Disability Services has joined the effort s to reconceptualize disability\, impairment\, normalcy\, access\, inclusi on\, and integration more recently. However\, there continue to be gaps be tween scholarship and application. The challenge for disability services a nd disability studies is to build an alliance that will work toward applyi ng the broad reframing of disability to practice\, teaching\, and research . Scholars and practitioners may inadvertently stifle the application of new thinking for the convenience of professional territoriality.\n\n\n \n Professions decide who is and who is not disabled (who receives services)\ n \n \n Professionals often operate from deficit thinking and seek to chan ge primarily the individual\; even when professionals intellectually shift their thinking about disability\, they are unable or unwilling to shift t heir service delivery\n \n \n Scholars oftentimes write off services as si mply “adversarial gate keeping”\n \n \n Scholars often are unwilling o r unable to articulate practical applications of their research and teachi ng and to appreciate institutional constraints\n \n \n Models/theories of equal participation\, reasonable accommodation\, and service delivery may be abstractions on disability as appropriated from the life stories of dis abled people and through the lenses of professionals and scholars\n \n\n\n A relatively new field called knowledge mobilization (KMb) has emerged to make research matter more on the frontlines. As a powerful methodological framework and action program\, it is demonstrating social improvements by engaging researchers\, policymakers\, practitioners\, and consumers in ne w ways. KMb is not just about sharing information or one-way information flow. It is about engagement\, user participation\, and attention to impac t. It is about research as well as real world evidence from the expertise of practitioners and consumers. \n\nWhile the field of disability does h ave a history of involving various stakeholders in such efforts as policy development\, applied research\, and service evaluation\, it is clear that relationships remain uneasy. This master class will focus on understandin g the core perspectives of scholars\, practitioners\, and consumers and ex plore the misinformation and misunderstandings that have prevented them fr om ensuring that scholarship matters on the frontlines of policy/practice and vice versa. Participants will develop a KMb strategy for their campus to help increase and sustain disability access and integration. (inclusion ?)\n\nMC#4: Exploring and Advancing Best Practices in Community College Di sability Resource Offices\nLucinda Aborn\, Ph.D.\, Cerritos College (retir ed)\nDenise Simpson\, M.Ed.\, North Orange Continuing Education (retired)  \n\nProviding services to students with disabilities in the community co llege is often different than providing services in other post-secondary e ducation institutions. Determining accommodations for students can be chal lenging with the diversity of students served by open-enrollment instituti ons and due to the characteristics of the institution itself. Partners in fulfilling the mission of the community college serve differing roles and confront various challenging issues. \n\nThe Community College Research C enter reports over 8.7 million students were enrolled in 2-year colleges i n 2016-2017\, and 38% of undergraduate students were enrolled in community colleges.  Community college students with disabilities often have diffe rent accommodation needs than undergraduate students enrolled in four-year institutions. In addition to removing barriers to access\, these students may require remediation and other developmental education to be successfu l. What role does a disability resource office have in addressing those is sues?\n\n This workshop will consist of 16-hours of face-to-face training and discussions of current best practices. Participants will have the opp ortunity to bring their own challenges and brainstorm solutions to emergin g issues with other highly experienced colleagues and the trainers. There will be one preparation assignment which will require 30 minutes of prepar ation prior to attending the training. Participants will explore topics un ique to disability resources in the community colleges including: \n\n\n \n Open enrollment challenges and underprepared students\n \n \n Dual enro llment programs and providing disability services\n \n \n High school part nerships\n \n \n Establishing campus-wide policies for accessibility\n \n \n Changing campus culture to assure compliance and accessibility\n \n \n Campus Infrastructure to support accommodations\n \n \n Technical Standard s for Career and Technical Education Programs\n \n \n Data management and reporting\n \n \n Program evaluation and strategic planning\n \n \n Option s for students with intellectual disabilities\n \n \n Supporting transitio n to work and to 4-year institutions\n \n \n Conducting faculty training o n serving students with disabilities\n \n \n Involvement of community part ners and parents\n \n \n Campus engagement for the commuter student\n \n\n \n This training session assumes competence in the basics of the ADA and disability services in a community college.  Attendees should have at lea st three years of experience in disability services in a community college setting.\n\nMC#5: The ADA Coordinator Role in Higher Education: Planning Seamless Access\nL. Scott Lissner\, The Ohio State University\nGabriel Mer rell\, M.S.\, Oregon State University \n\nThis master class is designed f or participants who have been serving (formally or informally) as the ADA/ Section 504 Coordinator at their institution. The fast-paced training assu mes a working knowledge of the ADA and Section 504. Our focus will be on i nstitutional access and unique challenges within higher education\, on dev eloping a compliance program and philosophy rather than on providing direc t services to students\, faculty and staff.  You are a good candidate for this class if you\n\n\n \n are your institution’s ADA Coordinator and/o r 504 Compliance Officer\, or\n \n \n frequently participate in institutio n-wide policy development\, construction &\; renovation projects\, empl oyee accommodations\, dispute resolution\, and public access needs\, as we ll as academic accommodations.\n \n\n\nUsing a review of the administrativ e requirements of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act as Amended\, the facilitators will draw on their and participants’ experiences to explore the role of ADA Coordinators withi n higher education and to highlight best practices. We will discuss models for implementing a coordinated program that moves your institution toward s seamless access and enhances the full participation of disabled individu als in all aspects of the academic enterprise.\n\nAcross a range of practi ce areas that reflect the diversity and scope of higher education\, partic ipatory case studies will model a flexible approach and identify practical solutions anchored to relevant statutes\, regulations\, and case law. Wit hin and across topics\, concrete examples will highlight core principles a nd process that can be adapted to a range of educational institutions. \n \nDiscussion and case studies will cover:\n\n\n \n The role of ADA Coordin ator: Connecting Personnel Philosophy and Institutional Mission\n\n \n \n Minimum compliance to social justice or risk avoidance to change agent\n \n \n The organizational chart: institutional placement and relationsh ips\n \n \n Dispute resolution and complaint management\n \n \n \n \n Facilitating a Sustainable Infrastructure Supporting Seamless Access\n\n \ n \n Policy as a foundation\n \n \n Building standards and universal design\n \n \n Information and communications technology access\n \n \n Budgeting (administrative and financial resources)\n \n \n \n \n Adap ting Process for Different Constituencies\n\n \n \n Students\n \n \n Faculty and staff\n \n \n The wider community\n \n \n \n \n Access and accommodation in unique programs\n\n \n \n Hospitals\, hotels\, athleti c venues\n \n \n Research labs\n \n \n Multiple campuses\n \n \n International travel and work\n \n \n Dual enrollment\, camps\, etc.\n \n \n \n \n Developing Trends\n\n \n \n Demographics of disability\n \ n \n Developing law\n \n \n Emerging technology\n \n \n \n\n\nIntera ctive scenarios will highlight principles in action and illustrate best pr actices\, allowing participants to workshop policy and process elements to bring back to their campuses. The overall experience will balance informa tion sharing\, small group discussion\, and hands-on policy and process de velopment.\n\nRegistration\n\n\n \n Cost\n\n \n \n Members\n\n \n \n On or before April 12 - $495\n \n \n After April 12 - $575\n \n \n \n \n Non-members\n\n \n \n On or before April 12 - $595\n \ n \n After April 12 - $675\n \n \n \n \n \n\n\nRegistration includ es all materials and beverage morning and afternoon breaks each day of the Institutes. Travel expenses\, hotel accommodations\, and additional meals are not included in the registration fee. Refunds can only be provided fo r cancellations received in writing on or before April 12\, 2019. A $75.00 administrative fee will be charged for all cancellations. We regret that no refunds can be issued after April 12\, 2019 for any reason but can be transferred to another attendee from the same institution.\n SUMMARY:2019 The Next Chapter: Master Classes for the Seasoned Professional BEGIN:VALARM ACTION:DISPLAY TRIGGER:-P6D SUMMARY:Alarm notification END:VALARM BEGIN:VALARM ACTION:DISPLAY TRIGGER:-P SUMMARY:Alarm notification END:VALARM END:VEVENT END:VCALENDAR